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Email

loren.brunsjr@unimelb.edu.au

Credentials


Position
Head, Engineering AURIN
Faculty of Architecture, Building and Planning - Centres and Institutes
Education
PhD
The University of Melbourne
Doctorate
University of Melbourne
Bachelors Degree
Reed College
ORCID

0000-0003-2198-2173

Dr Loren Bruns Jr

Head, Engineering AURIN
Faculty of Architecture, Building and Planning

20 Scholarly works
0 Projects

HIGHLIGHTS

  • 2025

    Book Chapter

    Digital Innovations for City Sustainability Analysis and Decision-Making
    DOI: 10.1007/978-981-97-7671-9_10
  • 2022

    Conference Proceedings

    Impulsivity and vulnerability for transition from binge drinking to alcohol use disorder
  • 2022

    Conference Proceedings

    Reductions in alcohol intake among young adults during the pandemic underpinned by binge drinkers and not related to changes in behavioural impulsivity
  • 2022

    Journal article

    Addressing methodological issues in a study of impulsivity and vulnerability for transition to alcohol use disorder
    DOI: 10.1111/acer.14755
  • 2022

    Journal article

    Evaluating untimed and timed abridged versions of Raven’s Advanced Progressive Matrices
    DOI: 10.1080/13803395.2022.2080185
  • 2021

    Journal article

    An Online, Person-Centered, Risk Factor Management Program to Prevent Cognitive Decline: Protocol for A Prospective Behavior-Modification Blinded Endpoint Randomized Controlled Trial
    DOI: 10.3233/JAD-210589
  • 2021

    Journal article

    Learning deficit in cognitively normal apoe ε4 carriers with low β-amyloid
    DOI: 10.1002/dad2.12136
Loren Bruns Jr

RECENT SCHOLARLY WORKS

  • 2020

    Journal article

    Deficits in learning are greater than memory dysfunction in preclinical Alzheimer’s disease
    DOI: 10.1002/alz.045901
  • 2020

    Journal article

    Association of deficits in short-term learning and A beta and hippocampal volume in cognitively normal adults
    DOI: 10.1212/WNL.0000000000010728
  • 2020

    Journal article

    Use of an experimental language acquisition paradigm for standardized neuropsychological assessment of learning: A pilot study in young and older adults
    DOI: 10.1080/13803395.2019.1665626

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